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"Our vision for supporting instructional leaders in their work with teachers to improve science teaching and learning stems from our approach to instructional supervision and science instruction."

Information is easily accessible for teachers, administrators, parents and students. Standards-based units, lesson plans, instructional guides and project based learning designs model the integration of content, learning skills and technology standards, research-based instructional strategies, differentiated instruction and rich classroom assessments, including a culminating performance, product or project with an accompanying rubric.

 This session will showcase several PBL lessons and units that incorporate multiple Common Instructional Framework Strategies and authentic inquiry experiences in order to facilitate mastery of science concepts.  

he National Agricultural Literacy Curriculum Matrix is an online, searchable, and standards-based curriculum map for K-12 teachers. The Matrix contextualizes national education standards in science, social studies, and nutrition education with relevant instructional resources linked to Common Core Standards. Search our instructional, classroom-ready resources now! After you find what you need, consider storing them in your personal binder - MyBinder!

This web site provides tools and resources that support ambitious science instruction at the middle school and high school levels. Ambitious teaching deliberately aims to get students of all racial, ethnic, and class backgrounds to understand science ideas, participate in the discourses of the discipline, and solve authentic problems. We describe 4 core instructional strategies that support this kind of teaching. These "high-leverage" practices make up the Science Learning Framework (below), and have been selected based on extensive research of how young people learn science, on authentic forms of science activity, and how teachers learn to appropriate new practices.

While humans and mice look and act very differently, 85 to 90 percent of our genes are the same or similar. So if scientists can understand the instructions in every mouse gene, people will get a good idea of the instructions in virtually every human gene as well.

This case study provides an overview of the seminal experimental work that led to the discovery of DNA structure and the confirmation of the semi-conservative model of DNA replication. By guiding students through a chronological series of historic experiments and discussing some of the collaborations and controversies involved in the original research, students learn about the history and nature of science in addition to several important biological concepts. A number of recommended videos, including one created by the author, enable instructors to use the "flipped-classroom" mode of instruction according to which students read primary literature and watch videos on their own before group discussions and activities. The case study was developed for use in an introductory undergraduate biology course, and would also be appropriate for use in a high school biology course. Some prior knowledge or instruction may be required, depending on the level and learning objectives of the course.

Weaving Social Justice Into Science Instruction Shedding light on inequity in science fields bolsters students' critical thinking skills and sense of self-efficacy in science. A free curriculum helps teachers get started.

Teaching K-12 Science and Engineering During a Crisis aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This book includes guidance for science and engineering practitioners - with an emphasis on the needs of district science supervisors, curriculum leads, and instructional coaches. Teaching K-12 Science and Engineering During a Crisis will help K-12 science and engineering teachers adapt learning experiences as needed to support students and their families dealing with ongoing changes to instructional and home environments and at the same time provide high quality in those experiences.

Portfolio highlighting research based instruction

To what extent should corn be used for the production of ethanol? Are we better off producing corn for food or producing corn for fuel? This case study uses a technique called "intimate debate" (also known as "constructive controversy") in order to examine this issue. Each student participates in a set of mini-debates for which there is no audience. Students are paired with a teammate; these teams then take turns arguing each side of the issue while seated across from their opponents who do the same. The session concludes with opposing teams reaching consensus. Detailed instructions are included in the case handout to prepare students for the experience before debate day. This case was used successfully in a sophomore/junior level, general education, environmental biology course. It would fit appropriately into any college course that discusses environmental issues related to farming practices, land use, alternative fuels, renewable energy, or sustainability.

song with instruction

Summary of research investigating purpose of introns.

Nanotechnology Center for Learning and Teaching (NCLT) is conceived to train a nano science and technology literate workforce that can solve global problems by implementing a three-pronged strategy: 1. Publish integrated STEM instructional modules with nano-based applications; 2. Offer professional training through workshops, lectures and seminars; 3. Develop a network of multi-sector nano education communities.

Generate different mutations using a model which transcribes and translates.  Clear instructions are on the website.

Downloadable stem cell resources and activities. Suitable for classroom, science centre, open day, festival and general outreach or education use. Tools have been extensively tested, can be customised, and come with full instructions.

Many of the following lessons were developed by Geneticist-Educator Network of Alliances (GENA) teams and have been further adapted by ASHG for use in high school (or advanced middle school) life sciences classrooms. These are identified by GENA cohort in the database. However, we have expanded the database to also include lessons developed through other ASHG programs, such as the High School Workshop. All lessons are intended to follow the BSCS's 5E instructional model (Bybee, RW, et al., 2006).

This case study centers on an active teaching game that simulates a cholera outbreak among five villages along a river, similar to the Haitian outbreak of 2010. By enacting the behaviors of fictional villagers, students learn how trade, travel, sanitation practices and geographic location contribute to the spread of diarrheal disease. Documenting various contamination events of village water supplies allows students to trace the progression of the disease and illustrates how adequate sanitation facilities provide protection against the bacteria Vibrio cholera. Originally designed for an undergraduate upper-division biology course focusing on the epidemiology of diseases, the simulation is also appropriate for microbiology and public health courses, as well as lower division undergraduate biology courses and high school. Biology or epidemiology components of the case study can be highlighted depending on the emphasis of the course being taught. The game can be completed within a 45- to 60-minute class period. Playing cards are available from the Supplemental Materials tab; detailed instructions are found in the teaching notes.

Cell Biology and Cancer-developed with the National Cancer Institute (NCI)-is a creative, inquiry-based instruction program, designed to promote active learning and stimulate student interest in medical topics. This curriculum supplement will: Deepen students' awareness of the importance of basic research to advances in medicine and health Foster students' abilities to think critically Help students understand the effects of scientific discoveries on their own lives Encourage students to take more responsibility for their own health